9th Grade English Driving Questions: Who were you? Who are you? Who will you be? Overview: Students will explore the answers to the driving questions through a variety of activities. They will explore their past, present, and future by completing journals, interviewing family members, researching their culture, and researching future career interests. At the end of the unit, students will present a multimedia presentation that answers the driving questions, “Who were you? Who are you? Who will you be?”
Content Area Standards Addressed: From the Nevada English Language Arts Content Standards (2007): · Content Standard 6.0 – Students write a variety of texts that inform, persuade, describe, evaluate, entertain, or to tell a story and are appropriate to audience and purpose. · Content Standard 7.0 – Students listen to and evaluate oral communication for content, style, speaker’s purpose, and audience appropriateness. · Content Standard 8.0 – Students speak using organization, style, tone, voice, and media aides appropriate to audience and purpose. Students participate in discussions to offer information, clarify ideas, and support a position. Additionally, the students will be learning the six tenants of our school which include content knowledge, technology skills and collaboration skills. Steps: Who were you? Who are you? Who will you become? In groups, students will be getting to know each other while answering questions about themselves. Students will complete the following activities:
Journal assignments
Creation of group blog
Interviews of family members
Researching of heritage/culture
Retelling of a folktale
Researching future career opportunities
Multimedia presentation that answers the driving questions
Students will complete these assignments individually. In their groups, students will share their thoughts on the journal prompts, information they find out from family members and their research. They will also post reflections on what they are learning on a group blog. Additionally, they will have to share a native folktale with their group members. At the end of the unit, students will have to create and present a multimedia presentation that answers the driving questions. Technology: Students will be required to complete several components of this unit using the computer and different programs. Students will be asked to create a group blog and they will be expected to post responses on their blog. This should be done on their own time. Students will also be expected to create a multimedia presentation that tells the story of their group. Diverse Learners: Students who have problems accessing technology will be accommodated through extra time or arrangements to use the classroom computer before or after school. Students will also have the option of completing their assignment on paper and then turning it in by the required due date. It will be up to the student to express their individual learning needs, unless directly noted in an individual education plan (IEP). Assessment: Students will be assessed using rubrics for their journal entries and their multimedia presentations. There will also be peer evaluations when students meet in their groups. Each group member will evaluate the other group members on amount of information provided, quality of information provided, willingness to participate, and etiquette.
Driving Questions: Who were you? Who are you? Who will you be?
Overview:
Students will explore the answers to the driving questions through a variety of activities. They will explore their past, present, and future by completing journals, interviewing family members, researching their culture, and researching future career interests. At the end of the unit, students will present a multimedia presentation that answers the driving questions, “Who were you? Who are you? Who will you be?”
Content Area Standards Addressed:
From the Nevada English Language Arts Content Standards (2007):
· Content Standard 6.0 – Students write a variety of texts that inform, persuade, describe, evaluate, entertain, or to tell a story and are appropriate to audience and purpose.
· Content Standard 7.0 – Students listen to and evaluate oral communication for content, style, speaker’s purpose, and audience appropriateness.
· Content Standard 8.0 – Students speak using organization, style, tone, voice, and media aides appropriate to audience and purpose. Students participate in discussions to offer information, clarify ideas, and support a position.
Additionally, the students will be learning the six tenants of our school which include content knowledge, technology skills and collaboration skills.
Steps:
Who were you? Who are you? Who will you become? In groups, students will be getting to know each other while answering questions about themselves. Students will complete the following activities:
- Journal assignments
- Creation of group blog
- Interviews of family members
- Researching of heritage/culture
- Retelling of a folktale
- Researching future career opportunities
- Multimedia presentation that answers the driving questions
Students will complete these assignments individually. In their groups, students will share their thoughts on the journal prompts, information they find out from family members and their research. They will also post reflections on what they are learning on a group blog. Additionally, they will have to share a native folktale with their group members. At the end of the unit, students will have to create and present a multimedia presentation that answers the driving questions.Technology: Students will be required to complete several components of this unit using the computer and different programs. Students will be asked to create a group blog and they will be expected to post responses on their blog. This should be done on their own time. Students will also be expected to create a multimedia presentation that tells the story of their group.
Diverse Learners: Students who have problems accessing technology will be accommodated through extra time or arrangements to use the classroom computer before or after school. Students will also have the option of completing their assignment on paper and then turning it in by the required due date. It will be up to the student to express their individual learning needs, unless directly noted in an individual education plan (IEP).
Assessment:
Students will be assessed using rubrics for their journal entries and their multimedia presentations. There will also be peer evaluations when students meet in their groups. Each group member will evaluate the other group members on amount of information provided, quality of information provided, willingness to participate, and etiquette.